Lets Talk About Vocabulary

Strategies
P R O F E SS I O N A L D E V E LO P M E N T
N OV E M B E R 1 3 , 2 0 1 2
C OX M I L L H I G H S C H O O L
P R E S E N T E D BY
A M Y, B A I L E Y, G I N A , A N D L O R I

Guidelines for Selecting Vocabulary

Do
Less is more -- depth is more.
Teach fewer vocabulary terms, but teach them in a manner that results in deep
understandings of each term.
Teach terms that are central to the unit or theme of study.
These are terms that are so important that if the student does not understand
them, s/he likely will have difficulty understanding the remainder of the unit.
Teach terms that address key concepts or ideas.
While a text chapter may contain 15-20 vocabulary terms, there may be only 4
or 5 that address critical concepts in the chapter -- sometimes only 1 or 2!).
Teach terms that will be used repeatedly throughout the semester.
These are foundational concepts upon which a great deal of information will be
built on over a long-term basis.

Guidelines for Selecting Vocabulary

Avoid
Teaching or assigning words from textbooks just because
they are highlighted in some way (italicized, bold face print,
etc.).
Teaching or assigning words just because they appear in a list
at the end of a text chapter.
Teaching or assigning words that will have little utility once
the student has passed the test.
Assigning words the teacher cannot define.
Assigning large quantities of words or words that students will
rarely encounter again.

Dump and Clump

Purpose: This strategy is used to provide a deeper
understanding of vocabulary/content information by
using critical thinking skills to categorize words.
Description: Students begin by organizing their words
and placing them into the appropriate categories. The
conversation that goes on each group will help in
understanding and retention of the words.

Dump and Clump

The teacher may provide the categories or the
students can create their own categories
depending on the content and level of the
students.
The teacher may also choose to have each
group write a summary sentence using words
from the categories.

Dump and Clump

Procedure:
1.

Group students into small groups of 2-3.

2.

Dump Have students develop a list of words,

items, or new information related to the topic of
study.

3.

Clump Using the dump word list, students

should categorize (clump) and label words from
the list.

Dump and Clump

4.

Have students write a descriptive summary

sentence for each category of words.

5.

Upon completion, these should be posted around

the room or shared in small groups.

Rogers, S., Ludington, J., & Graham, S. (1999). Motivation and learning. Evergreen, CO: Peak
Learning Systems.

Dump and Clump

Directions:
Brainstorm words related to the anatomy of the
Brain, Heart, Skin, Tooth, Ear, and Eye.
Place these words in the Dumpster.
Then, pull your words out of the dumpster and clump
them into categories.
Finally, assign your category labels and write a
summary sentence (on the back) describing each
category.

Dump and Clump

The Dumpster

Dump and Clump

cerebrum
aorta
pupil
cochlea
dentin
retina
Brain Anatomy

cerebrum
cerebellum
frontal lobe
Tooth Anatomy

root
enamel
dentin

root
artery
enamel
subcutis
frontal lobe
cerebellum

epidermis
ventricle
dermis
anvil
hammer
optic nerve

Heart Anatomy

aorta
artery
ventricle
Ear Anatomy

anvil
hammer
cochlea

Skin Anatomy

dermis
epidermis
subcutis
Eye Anatomy

retina
pupil
optic nerve

Are you ready to move?

Kick Me!

There is ABSOLUTELY NO KICKING!

The teacher will place a sticker on your back.
When the timer starts, get out of your seat

and take your chart with you.

Your job is to find the missing words to the
analogies on your sheet.
When the timer buzzes, return to your seat. If
you finish before, return to your seat and sit
on your desk.

Kick Me! Can be used for anything!

Preteaching tool when students dont really know the answers.
As a review activity so that they already know the answers but

have to find the exact words.

For figurative language where the kids have the definition of

hyperbole or simile, metaphor and they have to find the

examples.
It also works for definitions. Give them the definition and they

must find the words. You could also have them match
vocabulary words with antonyms, synonyms, pictures, or
definitions.

Kick Me!

Why Use It?

It allows students to get up and move. The

more they move, the more they are engaged.

Brain research supports having the blood
moving to the brain will help with retention
and focus.
They can talk and interact with each other.
Its FUN!
https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive

Word Splash
Word Splash- a collection of key words or concepts
chosen from a passage that students are about to
read.
Word Splash helps to:
-activate prior knowledge
-set a clear purpose for reading
-decipher vocabulary
-provide motivation for reading
-allow for a variety of modes of learning

Word Splash
Teacher prep:

-From a passage that students will be reading, select key terms or concepts.
-Put the topic or main idea in the center of a page, and surround with the
selected key terms.
Before reading:
- Students will predict how the terms relate to the main idea of the reading.
They will create sentences predicting the relationship between the main
idea and key words.
During reading:
-Students will check the accuracy of their sentences.
After reading:
-Students will revise predictions based on the text.

Word Splash
Possible variations

Have students work in small groups and each group would

share their ideas with the whole class. Students look for
common elements and list them. Then they would read the
text, and discuss the similarities and differences as well as the
reasons for the differences.
Have students skim a text, selecting 7-10 words or phrases.
They would then prepare a word splash for another group to
use before reading the text.
Choose words that may seem contradictory to the others.

Reading Passage Civil War

For four years between 1861 and 1865 the United States engaged
in a civil war. Divisions between the free North and the slaveholding
South erupted into a full-scale conflict after the election of Abraham
Lincoln as president in 1860. Eleven southern states seceded from
the Union, collectively turning their back on the idea of a single
American nation. Lincoln, who had been in office for only six weeks,
declared these acts of secession illegal, and asked Congress for
500,000 soldiers to crush what threatened to be an aggressive
rebellion. In April 1861, the first shots were fired and what followed
became a national tragedy of unimaginable proportions. More than
600,000 soldiers were killed and millions more wounded; large
sections of the South were ravaged by violent battles; and the
Union nearly collapsed under determined Confederate forces.
http://www.shmoop.com/civil-war/summary.html

Wordle

3 x 3 Vocabulary
Purpose:To promote the development of

complete sentences as well as the identification

of relationships between concepts.
Description:In this activity, students will take

related words, ideas, and concepts and

combine them together in sentences. The
sentences should illustrate the relationship
among the words, ideas, and concepts. This can
be used as a form of alternative assessment as
well as a cognitive teaching strategy.

3 x 3 Vocabulary
Procedures:
1. Pass out a 3x3 Vocabulary sheet to each student.
2. The sheet can be filled out in one of two ways:
- assign specific words to their blocks,
- or allow students to choose from a word list, placing
words in the blocks they choose.
3. Once the sheet is filled out, students should write six
sentences which illustrate the relationships between the
words in column 1 down, 2 down, 3 down, and rows 1
across, 2 across, and 3 across.

3 x 3 Vocabulary
Example:

Filter

Database

Field

Data

Sort

Row

Report

Descending

Ascending

Column 1 Down: After filtering my data for all countries located in the Nordan region, I ran a report of their major
imports and exports.

Column 2 Down: I sorted my database in descending order so that I could look at my records in alphabetical order.

Column 3 Down: While my database contains both fields and rows, the only way I can sort in ascending order is
by field.

Column 1 Across: Using the filter tool in my database application, I can isolate data in particular fields.

Column 2 Across: When I sort my data, I do so by fields, not by rows.

Column 3 Across: When running a data report, I can choose to have my data in either descending or ascending
order.

3 x 3 Vocabulary
Variation: Spence Rogers uses a variation of the

3x3 Vocabulary activity. In his activity, Mix and

Match, related word, ideas, and concepts are
written on individual index cards. All cards are
put into a basket. In round robin fashion, cards are
drawn two at a time. The student then must
generate a sentence using those two words which
describes their relationship to each other.

Vocabulary Sorts
Purpose: Vocabulary sorts are used to match

vocabulary words with a definition and a picture

representation or example.
Procedures:
1. The students are given a baggie of cutouts that have
vocabulary words, definitions, and picture/examples
cards in them.
2. Students must put the cards into the appropriate
column and match them correctly.
3. The cards can either be placed back in the baggies
for reuse, or the students could glue the cards onto a
chart to keep as a study resource.

Vocabulary Sort
Procedures:
1. The students are given a baggie of cutouts that
have vocabulary words, definitions, and
picture/examples cards in them.
2. Students must put the cards into the appropriate
column and match them correctly.
3. The cards can either be placed back in the
baggies for reuse, or the students could glue the
cards onto a chart to keep as a study resource.

Vocabulary Sort
Variation: Another idea is to pass out one
card to each student. Then have the
students find their partners to form the
correct groups of three (term, definition ,
example).

Thank you!
Thank you for coming tonight. Please check out
the Livebinder for more resources.
* Link on the handout.